Two transcripts of children exploring and solving problems presented by computer programs are given. The transcripts show the insight that occured. (MNS)

Discusses computer solutions for factoring problems. Includes listing for (1) a program that multiplies two user-chosen factors (X-R times X-S) and allows subsequent multiplications by more linear factors and (2) a program which computes P(X)/(AX plus B), where P(X) is a user-chosen polynomial and AX plus B is a user-chosen divisor. (JN)

A unit on the quadratic equation is described. The discovery approach is used and the computer is integrated into the study of mathematics. (MK)

This committee report presents survey results on the extent of the use of computers in British secondary schools, attitudes toward their use, and ways they are used. Future directions are discussed. (MNS)

Reasons other than utility are needed to justify the place of algebra in the mathematics curriculum for all children. The possibility of considering generalized arithmetic and computer algebra are each discussed. (MNS)

How 125 seventh graders had three days of hands-on computer experience is described in some detail. Computer programs are included. (MNS)

This reprint of one of the original Project Solo curriculum modules contains five problems and a computer program. (MK)

A module built around programing the computer is described. It recognizes the need of many children to have algebra introduced in a practical way and to give some concrete meaning to it. (MNS)

Some limitations of computing with calculators and computers are described, with particular reference to typical computations which might be performed by senior secondary school students. Types of errors, the laws of number, and intermediate round-offs are each illustrated, with conclusions and implications. (MNS)

Having students try to generate their own random numbers can lead to much discovery learning as one tries to create 'patternlessness' from formulas. Developing an equidistribution test and runs test, plus other ideas for generating random numbers, is discussed, with computer programs given. (MNS)

Issues about computer use are addressed by a discussion activity designed to help students think about situations and understand various points of view. Four situations are given, each presented from the viewpoints of four persons. (MNS)

Using computers to provide diagnosis and remediation in mathematics is emphasized. Some essential features of technology-supported learning environments are discussed, as well as features that facilitate their use. Illustrated is a computer environment for learning algebra. (MNS)

The relation between mathematical and computational aspects of recursion are discussed and some examples analyzed. Definition, proof, and construction are considered, as well as their counterparts in computer languages (illustrated with Logo procedures). (MNS)

An application of functions and their inverses is described--the coding and decoding of messages, or cryptographs. The helpfulness of computers is noted, with two programs listed. (MNS)

An intuitive approach to exponential functions is described. Microcomputers are used to aid discovery of derivatives. (MNS)